Research Objectives Research Benefits

activity and sometimes used for asking willingness. Meanwhile, the lowest type is divergent questions.

a. Procedural Questions

Procedural questions have a relation with classroom procedures, routines, and classroom management Richards and Lockhart, 1996, p.186. It means that this question has a function as opposed to the content of learning. As an illustration, the following questions such as how are you? or have you done, class? contain different meanings and they have their own purpose as complement of questions relate to mastering content of a lesson. The first question is used in pre-activity. The intention of the question is to ask about students’ condition and make them be ready to follow activity. In the second question, the teacher asks for students’ confirmation in doing exercises or discussions. Based on the example above shows that procedural questions have a different function from questions designed to help students master the content of a lesson Richards and Lockhart, 1996.

b. Convergent Questions

The second type is a convergent question. In short, Gallagher and Aschner as cited in Wilen, 1987 define convergent as a question that tends to demand a students’ responses along a single direction which requires a single correct or best answer. Wilen 1987 specifically adds that the form of convergent questions is close-ended but more demanding than factual question p.71. The explanation provided by Richards and Lockhart 1996 say that convergent questions can be known from several conditions. The first is focusing on a central theme. Next, it needs a response in a short answer and a short statement such as “yes” or “no”. Then, it does not need high order thinking. Furthermore, convergent questions focus on the recall of previously presented information. The additional function of convergent questions is to introduce the topic before the teacher begins lesson and explains the content of learning.

c. Divergent Questions

The last is a divergent question. Wilen 1987 states that this question is less predictable than the convergent question. The teacher may not expect and know the response or answer given by students. Richards and Lockhart 1996 add that divergent questions do not seek short answers and responses and they require high- level thinking. Students should be able to provide their own information and to view a topic from new perspectives. The examples of divergent questions are how have computers had an economic impact on society? and how would business today function without computers? The teacher can provide divergent questions after asking convergent questions Richards and Lockhart, 1996, p.187

2. The Revised Bloom’s Taxonomy of Cognitive Abilities

Questioning is defined as a situation in which people ask someone questions “Questioning”. In addition, people propose questioning in order to find out answers and more information. In the context of classroom situation, questioning is an activity which involves interaction between a teacher to students and students to students. The questioning activity may happen when a teacher checks students’ understanding, tests students’ knowledge, or because of students’ curiosity. It requires questions and answers. Sometimes, questioning does not seek for answer.